A PROPOSAL FOR A MORE CRITICAL FORMATIVE ITINERARIES ABOUT THE ENERGY THEME
The Common National Curricular Base (BNCC) states that the high school curriculum should
be organized based on the basic general education and on the offer of Formative Itineraries,
which, in turn, should consider the local context and favor youth protagonism. This approach
can make room to incorporate some aspects of complexity and criticality, such as, for example,
forming a subject capable of leading his or her trajectory in a conscious, critical, and creative
way, and considering that a school scientific theme can be analyzed under different knowledges
(social, political, economic, cultural, etc.). Therefore, this dissertation builds a proposal for
classes (educational product) about Energy, according to the assumptions of the Formative
Itineraries and aspects of complexity. Methodologically, the text of the BNCC is analyzed with
a focus on the assumptions of the Formative Itineraries and their structuring axes, as well as
elements of complexity. The data analysis is done by means of Textual Discourse Analysis.
From the results, it can be seen that some students, even in a remote classroom context, were
able to articulate the energy theme with aspects closer to their realities; however, the majority
sought to base themselves strictly on school scientific knowledge, but pointed out possible
relationships with other areas of knowledge.